ABSTRACT

This analysis examines how multilayered policy contexts of reception shape the educational experiences in higher education of the recipients of the Deferred Action for Childhood Arrivals (DACA) program. DACA recipients fell into liminal legality between the documented and undocumented categories that exposed them to state-level interpretations of the program. Though recent scholarship debates the effects of immigration laws and policies within the national level on the lives of immigrants, we know little on how DACA recipients are faring in universities that follow state provisions. Building on this scholarship, this study shows that the development of a sense of belonging or exclusion for DACA recipients in college is contingent on the interaction of national and state laws at the local level. The analysis derives from 194 interviews with DACA students in public universities across six states in the United States. Findings show that immigration policies at the federal and state levels raise financial difficulties to the educational incorporation of these students. Furthermore, campus social environments can either help or further complicate DACA students’ experiences in college. The study demonstrates how multilayered policy contexts within a federal system can either promote or impede the inclusion and success of liminal legal students.

摘要

本分析探讨了接收的多层次政策背景如何塑造儿童入境延期行动 (DACA) 计划的接受者在高等教育中的教育体验。DACA 接受者陷入了有文件和无文件类别之间的临界合法性，这使他们暴露于对该计划的州级解释。尽管最近的学术研究讨论了国家层面的移民法律和政策对移民生活的影响，但我们对 DACA 接受者在遵守州规定的大学中的表现知之甚少。在此奖学金的基础上，本研究表明，大学 DACA 接受者的归属感或排斥感的发展取决于地方一级的国家和州法律的相互作用。该分析来自对美国六个州公立大学 DACA 学生的 194 次采访。调查结果表明，联邦和州一级的移民政策给这些学生的教育融合带来了经济困难。此外，校园社交环境可以帮助或进一步复杂化 DACA 学生的大学经历。该研究展示了联邦系统内的多层次政策背景如何促进或阻碍阈限法学学生的包容和成功。校园社交环境可以帮助或进一步复杂化 DACA 学生的大学经历。该研究展示了联邦系统内的多层次政策背景如何促进或阻碍阈限法学学生的包容和成功。校园社交环境可以帮助或进一步复杂化 DACA 学生的大学经历。该研究展示了联邦系统内的多层次政策背景如何促进或阻碍阈限法学学生的包容和成功。